More than a body doubling session

Sometimes it's about the simple things, like a body doubling session. But maybe it's not that simple.

I have a relationship with the students I work with, and it takes time to develop. I believe they trust me. Sometimes they offload, sometimes I'm a sounding board, sometimes I'm just someone who gets it, knows it, has lived it, and is sometimes still living it. Sometimes it's encouragement, shared planning, challenge or curiosity. Sometimes it's accountability, and sometimes it's celebration.

But those individual sessions don't sit in a vacuum.

I hope my students know I won't judge them, and that I'll encourage them not to judge themselves. I hope they feel I get rejection sensitive dysphoria: I'm not writing anyone off because the timing isn't quite right. I spot self-sabotage, self-criticism and a sense of shame, often self-imposed, and I know what it's like to always be learning.

So when body doubling needs accountability and a few nudges, a dedicated space and an understanding of personal barriers, I can support in a way that means a student will "get stuff done".

In a session where I body double and help a student work through a list of tasks that have been weighing heavily, I know I'm offering something different to a generic app, or a table in a cafe.

If you're already motivated, an app or the cafe might help you stay focused, but I suspect on those occasions you'd probably get the jobs done anyway. If there are barriers, an app is easy to ignore.

Some students will have been assigned my support as part of their DSA award, but it's always up to them whether they make contact. I have no control over that, and no prior knowledge of who they are. These things can't be forced, but I hope there will be more students for me to get to know very soon.

Have DSA support as part of your award?

I provide specialist mentoring and study skills support for autistic and ADHD students. You'll find me on the SLC database of NMH suppliers.